The General Assessment of Problem Solving Processes and Metacognition in Physics Education

Gok, Tolga

doi:10.51724/ijpce.v2i2.186

Cited by 41 publications

(27 citation statements)

References 57 publications

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“…Agar memperoleh penyelesaian dan solusi dari sebuah masalah perlu adanya langkah-langkah yang harus dicapai. Menurut (Gok, 2010) langkahlangkah pemecahan masalah yaitu,"fokus pada masalah, menggambarkan bentuk masalah, merencanakan solusi, melaksanakan rencana, dan mengevaluasi jawaban.…”

Section: Pendahuluanunclassified

Pengembangan LKPD Berbasis PBL Berorientasi Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar

Saraswati

Distri

Ambarita

2021

japendi

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Latar Belakang: Dalam peningkatan pembelajaran agar mutu peserta didik lebih berkualitas dipelukan pengajaran serta sarana dan prasarana yang baik yang dapat membantu peserta didik memaknai belajarnya. Akan tetapi kenyataannya penerapan pembelajaran yang bermakna serta sarana dan prasarana pendidikan yang ada di sekolah-sekolah saat ini masih kurang memadai. Tujuan: Mengembangkan LKPD berbasis problem based learning berorientasi high order thinking skills untuk meningkatkan kemampuan pemecahan masalah peserta didik dan mengetahui kelayakan LKPD. Metode: Menggunakan metode (Research and Development). Subjek penelitian ini adalah empat orang guru kelas V dan 28 siswa SD IT Smart Insani. Teknik pengumpulan data menggunakan angket dan tes. Teknik analisis data menggunakan statistik deskriptif kuantitatif. Hasil: Validasi tiga dosen ahli menyatakan bahwa LKPD layak digunakan dengan kategori sangat valid (82,80%). Teknik analisis data keefektifan produk pada uji coba lapangan menggunakan uji independent sample t-Tes. Hasil uji coba terbatas pada 14 siswa menunjukkan LKPD praktis dan efektif digunakan dalam pembelajaran. LKPD hasil pengembangan praktis digunakan oleh siswa dengan kategori “sangat praktis” (88,94%) dan oleh guru dengan kategori “sangat praktis” (93,75%). Hasil uji coba lapangan yang dilakukan pada kelas eksperimen menunjukkan bahwa LKPD efektif dalam meningkatkan kemampuan pemecahan masalah peserta didik yang ditunjukkan oleh hasil analisis Independent t-Tes bahwa terdapat perbedaan signifikan terhadap rata-rata hasil kemampuan pemecahan masalah peserta didik (0,012 < 0,05) antara kelas eksperimen dan kelas kontrol. Dengan demikian, LKPD yang telah dikembangkan dikatakan layak digunakan untuk kelas V SD. Kesimpulan: Berdasarkan validitas dan uji coba yang dilakukan kepada respondent menunjukkan bahwa LKPD bisa dikembangkan serta digunakan untuk pembelajaran kelas V SD

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Section: Pendahuluanunclassified

Pengembangan LKPD Berbasis PBL Berorientasi Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar

Saraswati

Distri

Ambarita

2021

japendi

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“…In the problem-based learning model students emphasize the ability to think and master the subject matter, where knowledge comes from outside oneself, is given or transferred from others, but is formed and constructed by the individual himself, so that the student is able to develop intellectually. The same thing was also expressed that problem-based learning is not designed to help teachers provide as much information as possible to students, but to help students develop thinking skills, problem solving, and intellectual skills [11]. Therefore, problem-based learning models are able to construct knowledge and develop it based on the experiences they receive in the learning process at school and in everyday life.…”

Section: A the Influence Of Differences In Learning Model Discovery Learning And Problem Based With Scientific Approach On Students' Undementioning

confidence: 99%

The Effect of Problem-Based and Discovery Learning Models with the Science Approach to the Understanding Concept and Science Process Skills of the Student

Doyan¹,

Susilawati²,

Gunada³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This research aims to determine the differences in science process skills between students who follow the learning with problem-based learning model with scientific approach and students who follow learning discovery learning with scientific approach; differences in physics learning result between students who follow learning with problem-based learning model with scientific approach and students who follow learning discovery learning with scientific approach. This research type is quasi experiment with 2×2 factorial design. Sampling using cluster random sampling technique, and research instrument in the form of essay test for science process skill and multiple choice test for physics study result tested validation, reliability, difficulty level, and different problem. The final data (post-test) was tested for normality, homogeneity, and hypothesis with two-t test samples, as well as further tests with the statistical manova Hotelling's Trace. Hypothesis test used is t-test polled variance. The results of t_Calculate are consulted with t-test table at 5% significance level. From the research results obtained as follows: (1) there is influence of discovery learning and problem-based learning model with scientific approach to understanding concept result (t_Calculate = 4.1> t_table = 1.99); (2) there is influence of discovery learning and problem-based learning model with scientific approach to students physics science process skill (t_Calculate = 5,01> t_table = 1,99); (3) there is influence of discovery learning and problem-based learning model with scientific approach to understanding concept and students physics science process skill (F_Calculate = 15,57> F_Table = 1,78). This suggests that the problem-based learning model with a scientific approach is better than the discovery learning model with the scientific approach.

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“…Representation is used by students to organize knowledge in thinking processes [1]. In addition, students can solve physics problems using diagrammatic representations by drawing diagrams [2]. In general, coding a number of data as a basis for knowledge by humans and computers as a form of diagrammatic representation [3].…”

Section: Introductionmentioning

confidence: 99%

Multimedia Learning Module (MLM) with Hologram Simulation to Improve Diagrammatic Representation Skills of Students

Nugroho¹,

Dwandaru²,

Mawardani³

2021

Advances in Social Science, Education and Humanities Research

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This research aims to determine the achievement of students' scores after using Multimedia Learning Modules (MLMs) and to determine the increase in diagram representation after using Multimedia Learning Module (MLM). This research uses a pre-experimental design with one group pre-test and post-test design. The data collection technique used was purposive sampling. The sample used was 35 students from class X IPA 3. The research instrument used was multiple choice test questions containing achievement indicators. The results showed an increase in the ability to represent diagrams in the medium category as indicated by the N-Gain value.

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The General Assessment of Problem Solving Processes and Metacognition in Physics Education

Cited by 41 publications

References 57 publications

Pengembangan LKPD Berbasis PBL Berorientasi Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar

Pengembangan LKPD Berbasis PBL Berorientasi Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar

The Effect of Problem-Based and Discovery Learning Models with the Science Approach to the Understanding Concept and Science Process Skills of the Student

Multimedia Learning Module (MLM) with Hologram Simulation to Improve Diagrammatic Representation Skills of Students

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